Abstract:

Student’s approach to learning is not a fixed characteristic of the students. It can vary depending on different factors. One type of that factors are contextual factors like type of studies, curricula, subject matter, structure of the course, teaching methodology or assessment system among others. Student approach to learning is normally classified in deep and surface approach. In deep approach, the students are motivated for learning while in surface approach students are motivated by subject requirements. In the present study the student’s approach to learning of two subject was assessed with the R-SPQ-2F questionnaire of the Biotechnology degree in Universitat Politècnica de València (Spain). One of the subjects (General Genetics) is located in the first year of the degree, while the other (Bioinformatics) is the third year of the degree. The questionnaire showed a high consistency for the main scales (deep and surface approach), but lower for the secondary scales (motivation and strategy). High correlation was observed between the main scales and their secondary subscales. The students showed a higher deep approach than surface approach in both subjects but with lower deep approach and higher surface approach in Bioinformatics. No differences were observed regarding gender or language used as medium of instruction. On student per basis the same tendency was observed with students showing higher difference between deep approach and surface approach in the first-year subject, but not for all the students indicating differences due to other factors than contextual. A general tendency of decrease of deep approach has been observed in several studies and it is confirmed here. Study of the reasons of these results can be used to increase involvement of students and improve learning results.

Keywords:

Flipped classroom, R-SPQ-2F, motivation, teaching methodologies.